A Causal Model of Student Academic Engagement Based on Perceived Teaching Style with Mediating Role of Autonomous Motivation

Articles in Press

Document Type : Scientific Articles

Authors

1 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran

2 Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran

10.22111/jeps.2025.49796.5818

Abstract

Abstract
This study aimed to determine the mediating role of autonomous motivation in the relationship between students' perceptions of instructors' motivational teaching styles and academic engagement. A correlational research design was employed. The population consisted of all undergraduate students at the University of Cultural Studies, Sistan and Baluchestan, in the academic year 1402-1401 (N = 5013). A sample of 357 students (171 males and 186 females) was selected using stratified random sampling based on Cochran's formula. Data were collected using the Academic Motivation Scale (Vallerand, 1992), the Teacher as Social Context Scale (Bramel et al., 1988), and the Academic Engagement Scale (Reeve, 2013). The results revealed a significant positive correlation between teaching style and both autonomous motivation and academic engagement. Path analysis demonstrated a direct and significant effect of the autonomous support dimension on academic engagement. Additionally, the indirect effects of teaching style dimensions on academic engagement through autonomous motivation were also confirmed.

Keywords

Journal of Educational Psychology Studies

Articles in Press, Accepted Manuscript
Available Online from 26 September 2025

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